Assess, Plan, Do, Review (APDR)

Settings should adopt a graduated approach with four stages of action: assess, plan, do and review (APDR) to ensure that CYP's needs are fully understood and met (The Graduated Approach: Assess, Plan, Do Review - SEND Code of Practice 2015, pp100-102). 

This is called the graduated approach/response because it may take several cycles of intervention, and the use of different strategies, before support needs are fully understood and effectively met. 

The CYP's needs are identified so that appropriate support and provision can be put in place at an early stage. It is expected that settings will have a range of tools available to help them understand a CYP's needs in more detail.  These may include observations, screening tools, checklists or assessments. Details of suggested assessment tools are given throughout this tool. 

Norfolk County Council actively promotes the Identification of Needs Descriptors in Educational Settings (INDES) for CYP in Reception - Year 11. These allow settings to both identify and quantify need and provide a standardised language across the county.

Identification of need should include:

• Asking the family and the CYP for their views
• Undertaking assessments and tracking progress
• Talking to professionals who work with the CYP

Settings should have in place a range of tools to help them assess CYP's needs and should know how to access more targeted support (e.g. through linked professionals) where required.

Following assessment, it may be decided that a CYP would benefit from support or provision, which may be detailed in an individual support plan.

Support plans are not a statutory requirement, but they are good practice. A robust plan will ensure that families, CYP and staff are working together towards personalised outcomes. They support a culture where everyone involved in supporting CYP has a shared understanding and responsibility to support them in achieving their outcomes.

This diagram summarises the key elements that should be included in a robust support plan.

Support plans can look different depending on the phase of education and may include:

• SEN Support Plans - for CYP of all ages.  Clear guidance about SSPs can be found here, including exemplars and templates.
• One-Page Profiles  - for CYP of all ages.
• Vocational Profile - for CYP in Year 9 and above.  Clear guidance about Vocational Profiles can be found here, including exemplars and templates.
• Individualised Learning Plan - for Post-16 CYP.

• The place of learning will implement the planned support, including in-class reasonable adjustments and planned, evidence-based interventions.
• Practitioners/ teachers have the responsibility for the CYP's learning and progress.
• Everyone supporting the CYP will work closely together to ensure progress towards the CYP's specific, small-step, SMART targets.

• The SSP will be reviewed by the time agreed in the plan.  The review should be carried out in collaboration with the CYP and their family.
• Everyone involved in the process should decide together: 
  • Whether the planned support is having a positive impact 
  • Whether the outcomes have been, or are being, achieved 
  • Whether new outcomes need to be identified
  • Whether the support needs to continue, or alternative support should be implemented (e.g. at a more targeted level)

The setting's graduated approach should be clearly and accessibly set out in their SEND policy.  Schools should also set this out in the SEN Information Report (SIR).  SEND policies and SIRs must be reviewed and updated annually and published on a setting's website. Further information on SEN Information Reports, and a best practice guide, are available on the Norfolk SEND Local Offer.

In light of the recently announced Inclusive Mainstream Funding, which is to support mainstream settings to meet SEND needs more flexibly, effectively and earlier, drawing on their core funding, the Department for Education (DfE) also requires all mainstream schools in England to publish an Inclusion Strategy by 31 December 2026.  More information about the requirements for this can be found here.  Guidance about the requirements linked to this funding for Post-16 settings can be found here.  More information about the Inclusive Early Years Funding can be found here.